Investigating EFL Teachers' Conceptions and Literacy of Formative Assessment: Constructing and Validating an Inventory

Khodabakhshzadeh, Hossein; Kafi, Zahra; Hosseinnia, Mansooreh

doi:10.12973/iji.2018.11110a

Cited by 8 publications

(7 citation statements)

References 15 publications

(15 reference statements)

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“…Due to the importance of formative assessment as well as the technology enhancement in formative assessment practices, English teachers and pre-service EFL teachers should build their perception and conception of formative assessment well (Khodabakhshzadeh et al, 2018). Their assessment literacy must be developed to implement formative assessment on the right track.…”

Section: Introductionmentioning

confidence: 99%

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

Prastikawati

2021

ELTF

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The spread of the pandemic COVID-19 has made many changes in educational policy such as the assessment in English teaching and learning process. The process and procedures in the assessment need to be adjusted from face-to-face assessment into blended and online assessments. Not only English teachers, pre-service EFL teachers are also required to be ready and adapt to the changes quickly. To adapt it, the integration of technology in the assessment process has been examined. However, the involvement of technology in the area of formative assessment remains underexplored, particularly in the teaching practicum conducted by pre service EFL teachers. The present study is trying to fill the gaps by investigating pre-service EFL teachers’ perception on technology-based formative assessment which is implemented in their teaching practicum. A total of 57 pre-service EFL teachers completed a Likertscale questionnaire. After fulfilling the questionnaires, there were 19 pre-service EFL teachers who agreed and volunteered to be in a semi-structured interview. The findings show that the involvement of technology in formative assessment is perceived positively by pre-service EFL teachers in their teaching practicum during the pandemic COVID-19. They confess that technology has played its practical role in helping them assess their students. Further, the implementation of technology-based formative assessments promotes the students’ performance.

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Section: Introductionmentioning

confidence: 99%

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

Prastikawati

2021

ELTF

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“…Selain proses pada pembelajaran, asesmen juga salah satu aspek penting dalam pembelajaran (Khodabakhshzadeh, Kafi, & Hosseinnia, 2018). Tanpa adanya asesmen, pembelajaran tidak dapat diukur keberhasilannya.…”

Section: Pendahuluanunclassified

Kemampuan Matematis Mahasiswa Dalam Penerapan Asesmen Kolaboratif

Ulya

Rahayu²,

Kartono³

et al. 2019

JRE

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemahaman konsep, komunikasi, koneksi, penalaran, pemecahan masalah, berpikir kritis, dan berpikir kreatif matematis mahasiswa PGSD pada mata kuliah Etnomatematika. Subjek penelitian ini yaitu mahasiswa semester 6 Program Studi Pendidikan Guru Sekolah Dasar Universitas Muria Kudus (PGSD UMK) tahun ajaran 2018/2019. Jenis penelitian ini merupakan penelitian deskriptif kuantitatif. Pengumpulan data dalam penelitian ini menggunakan teknik tes. Instrumen yang digunakan yaitu tes uraian untuk mengukur kemampuan matematis mahasiswa. Analisis data dilakukan secara deskriptif untuk mengetahui profil kemampuan matematis mahasiswa dan distribusi pencapaian predikat pada setiap kemampuan matematis yang diukur. Hasil penelitian menunjukkan bahwa: (1) rata-rata kemampuan pemahaman konsep matematis mahasiswa PGSD mencapai rata-rata 88,44 dengan predikat A; (2) rata-rata kemampuan komunikasi matematis mahasiswa mencapai 74,54 dengan predikat B; (3) rata-rata kemampuan koneksi matematis mahasiswa mencapai 10,63 dengan predikat E; (4) rata-rata kemampuan penalaran matematis mahasiswa memperoleh nilai 36,93 dengan predikat D; (5) rata-rata kemampuan pemecahan masalah matematis mahasiswa mencapai 76,28 dengan predikat AB; (6) rata-rata kemampuan berpikir kritis matematis mahasiswa mencapai 77,56 dengan predikat AB; dan (7) rata-rata kemampuan berpikir kreatif matematis mahasiswa mencapai 64,83 dengan predikat BC.

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“…The educational context and policy makers also contribute to their assessment conceptions. Recent studies in relation to the teachers conceptions of assessment has been done in various countries like Hong Kong (Brown, Kennedy, Fok, Chan, & Yu, 2009), Columbia (Muñoz, Palacio, & Escobar, 2012), India (Brown, Chaudhry, & Dhamija, 2015), Italy (Pastore, & Pentassuglia, 2016), USA (Barnes et al, 2017), Ecuador (Brown & Remesal, 2017), Turkey (Izci & Caliskan, 2017), and Iran (Khodabakhshzadeh, Kafi, & Hosseinnia, 2018) to name some. However in the Philippine context, such studies are less explored, limiting a thorough information regarding the assessment literacy of the teachers in the country.…”

Section: Policy Guidelines On Classroom Assessmentmentioning

confidence: 99%

Philippine K-12 Secondary Science Teachers' Assessment Conceptions in Promoting Student Learning

Tesorio

Canizares

2018

TNL

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This study explored the assessment conceptions of the secondary science teachers focusing on the promotion of student learning. Mixed method design obtained the assessment conceptions of the teachers. This study was conducted in 30, privately and government-owned schools in two western locations in the province of Cebu, Philippines. A survey questionnaire was administered to 125 secondary science teachers (determined through complete enumeration) with a return rate of 82.4% where descriptive statistics for data analysis was used. A focused group discussion (FGD) was conducted to eight selected secondary science teachers and thematic analysis was done to corroborate the survey results. The study showed that secondary science teachers "strongly" possess assessment conception pertaining to improvement of student learning, diagnosis of student abilities and improvement of teaching while they "mostly" agree on the conception regarding the accountability of students. The participants believed that assessment maybe used in determining and forwarding students' learning and improve teachers' instruction more than its summative purposes. The FGD further found out peculiar assessment conceptions that can be accounted to the assessment policy guidelines of the new K to 12 curriculum. It is recommended that further study can be done in determining the teacher assessment conceptions using all of the four constructs in the subsequent discussion. Likewise, an investigation as to how these conceptions are manifested in the actual classroom practices can provide a clearer information concerning the professional assessment competence of the teacher.

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Investigating EFL Teachers' Conceptions and Literacy of Formative Assessment: Constructing and Validating an Inventory

Cited by 8 publications

References 15 publications

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

Kemampuan Matematis Mahasiswa Dalam Penerapan Asesmen Kolaboratif

Philippine K-12 Secondary Science Teachers' Assessment Conceptions in Promoting Student Learning

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